Investigating Instruction for Improving Revision of Argumentative Essays

Abstract

Students are expected to come into the current college classroom already possessing certain skills including the ability to write at the appropriate academic level regardless of discipline and the ability to create well-structured arguments. Research indicates, however, that most students entering college are underprepared in both areas. One strategy that may help students write at a more academic level is teaching students to focus on spending their time on revision. In the current study, we examine two potential sources of difficulty in the revision of argumentative essays: a poorly developed argument schema and a poorly developed global revision task schema. We created and tested the effectiveness of two written tutorials designed to provide college students information to saturate their knowledge base as well as provide them with procedural tasks to complete. We found that without instruction, students focused their revisions on making local wording changes that did not qualitatively improve their essays. An argument tutorial helped students make higher level global changes, include more argument content, and improve the structure of the essay. A global revision tutorial also helped students make more substantive structural changes. Thus, both tutorials helped students improve their revisions, and the tutorials were completed independently by the students successfully.